THINKING
I feel like I've dropped a few balls since the last session as I haven't done any mahi since then. I've got some catching up to do.
One thing I am also mindful of is making sure I maintain what I have implemented and also think on how I can share this with other staff, particularly with my new team next year.
Dorothy Burt's Kōrero:
These were seen as the four skills needed across all learning areas. Critical Thinking is at the top for a reason.
We all need critical thinking skills. We can't passively accept what is being presented to us.
Next week is Cybersmart week, which is a good time to use the Cybersmart programme. Smart Learners and Smart Media are where we can go to reframe and use to teach in our own settings.
AI - Artificial Intelligence - There are definite positves and definite negatives to what AI can do and what is shared. Manaiakalani are including AI lessons, particulalrly because many kaiako haven't had time to delve into it. Matt Goodwin's mailing list. Add me to the Cybersmart Challenge list.
Have a look at these lessons and start including these lessons to develop critical thinking.
The best way to think critically about something, is to do it. By doing it ourselves, we start to understand how images can be modified. Harness the digital and the resources that have been gifted. Allow opportunities for ākonga to do and understand.
Chalk ‘n Talk | Georgie
Introducing higher order thinking to access the deeper meanings in texts. Designing opportunities for building learners’ awareness of thinking, ‘beyond the literal level’.Get kids to think about using above the line skills rather than being concrete and literal in thinking. There are three levels of thinking for being a good readers.
We want all ākonga are learning these vital skills and we are reducing inequity.
How we can use this text:
Showing our thinking by using think alouds.
We can see the connections between the texts using a text set. I think I have been over thinking the text set thing.
We went through an activity to identify the type of question. It was quite good to
Deep Dive | Amie
Analysing text as a basis for unlocking higher order levels of thinking: “zooming in” and “zooming out”.
The text must have a voice so evidence can be sought. Used to classify and organise learning objectives. Learning can be constructed in easy to difficult steps.
Analysis involves close reading of a text. Helps to reveal connections and relationships between ideas.
An analogy: Hawks vs Magpies
I struggled to open this PDF, so I need to do some work on this and add relevant extensions etc.
Zoom in - word level and zoom out - wider text.
By the end of your planning you should have at least:
1) Written down the big idea or statement that you want learners to understand. How will you make this visible for them?
2) A written instruction that tells learners what they need to look for (highlight) in the text and a way of recording that evidence for connecting to the main idea.
Explore: Georgie
Extending interpretive thinking to Figurative Language. Making connections between concrete and abstract meanings.
The slides for this section were really cool for developing figurative language. (I need to have another look at these).
Add this component to my Long Term Plan. When and how will I teach and explore figurative language?
Deep Dive: Amie
Critical analysis (Part 1): Perspectives - Key approaches to critically reading & challenging text(s).
Provocation: To be brave, you have to be scared.
Have clear protocols and rationales for collaborative reasoning. Disagreement can be risky. Remember to include Ground Rules for Talk and the roles for discussion cards.
For the rating tool, I can use the system I use throughout our programme.
We tried writing some reflections using Figjam...I didn't have much success. I lost all of the ideas and found it a bit painful, so I'll need to explore and try using it with my ākonga.
The questions help provoke thinking about gender imbalance and the kinds of messages the audience will get.
I think my current learners would be right into having discussions about gender imbalance as they have already talked about such things in the playground, with boys being 'sexist'.
Give ākonga opportunities to read different perspectives.
For the text Dive, I think one of the main themes is about relationship break ups and how the main character goes through different emotions and thoughts due to her parents not being together and making choices about what to say or share with each parent.
Skill Builder | Georgie
Teaching synthesisComparisons across texts can be done using a Venn diagram. The matrix also has a Main Idea and supporting ideas task and a synthesis map.
Have a look at the reading on the slide and the Resource Room Screencast Synthesis.
Explore | Amie
Building learners independence through Response to Text:
Opportunities to practice higher order thinking using a ‘levels of thinking’ approach.
We started working on a response to text slide, so I used the text The Dive. Choosing this text was unintentional as I was looking for something based on Fijian Language Week and this one popped up. I have a few learners who have some challenging situations to deal with, so I think this would be quite helpful for them. This topic is also one that could prompt a lot of discussion and each child will be able to talk about their experience and situation.
My next steps:
- Put time into organising my mahi from the last session and update the mahi tracker.
- Have a look at other peoples' mahi for ideas.
- Update my teacher workbook and long term plan for the term.
- Update my group task boards to include vocabulary and literal, interpretive and evaluative thinking questions.
